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Course
Objectives
This
course introduces you to the arts of rhetoric and composition.
In it you will learn to write clearly, logically, and persuasively.
This
course assumes that writing is a social action, an act of communication, and it
introduces you to an academic community of discourse.
Thus, you will participate extensively in workshop activity in this
course; you will write often, and you will get response to your writing from
both me and your peers.
You
must have either passed English 0900 or successfully completed the English
Placement Examination to register and enroll in this class. Note, too, that you
must get a C or better in this class for it to count as a transfer course and to
be eligible for English 1002, the second writing course in our IAI
transfer sequence.
General Education Credit
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This
class earns general education credit and transfers to IAI participating
schools as C1 900. In addition, it will help you to attain
the following of the eight goals, deemed central to IVCC's general
education program:
Goal
1. To apply analytical and problem solving skills to personal,
social, and professional issues and situations.
Goal
2.
To communicate orally and in writing, socially and interpersonally.
Goal
3. To develop an awareness of the contributions made to civilization by the diverse cultures of the world, including those within our own society.
Goal
4.
To understand and use
contemporary technology effectively and to understand its impact on the
individual and society.
Goal
5.
To work and study
effectively both individually and in collaboration with others.
Goal
6. To
understand what it means to act ethically and responsibly as an individual
in one’s career and as a member of society.
Goal
7. To develop and maintain a healthy lifestyle physically, mentally, and
spiritually.
Goal
8.
To
appreciate the ongoing value of learning, self-improvement, and career
planning. |
Texts
| McWhorter,
Kathleen T. Successful College Writing. Fifth Edition. Boston: Bedford/St. |
|
Martin's, 2009. |
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Rowling,
J. K. Harry Potter and the Sorcerer's Stone. New York:
Scholastic, Inc., |
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1997. |
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Wysocki, Anne F. and Dennis A. Lynch. The DK
Handbook. 2nd Edition. Indianapolis: Longman, |
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2011. |
Any other Harry Potter books
are always a plus. |
Additionally, you may need to
rent, borrow, or buy a film version of a Harry Potter text and/or a book
or episode from Jim Butcher's Dresden Files book or television series, or
a book from C. L. Wilson's Fading Lands series.
Additional Required Materials
Notebook paper, writing utensils, a thumb/flash
drive portable storage device, several differently
colored highlighting markers, and an active IVCC e-mail
address are other things you may need to do well in
this class.
Grading Scale (%)
| A:
100-90 |
B:
89-80 |
C:
79-70 |
D:
69-60 |
F:
59-0 |
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Desired Attitudes Toward the Course
Students will respect each other’s personal beliefs and be committed to
helping each other learn more about the texts and themselves, as well as being
committed to helping each other improve their written and oral communication
skills. Not treating others–whether other students or the instructor–with
respect will result in, first, a warning summons to the instructor’s office
hours, and then, withdrawal from the course.
Please note, also, that the paper topics will all be related in some way to
Harry Potter or some similar topic, so if you object to that
for any reason or think that you will not be able to tolerate this topic, then
this may not be the class for you.
Behaviors in the Course
When you are in this class, you should pay
attention and take notes, as appropriate. Please avoid behaviors that might
distract the instructor or the other students from the tasks at hand. If you
carry a cell phone, please either set it to vibrate rather than ring, or make
sure it is turned off while you are in class. When (if) we are in the computer lab,
please do not let the computers distract you and remain
focused on the lesson or assignment, refraining from checking your e-mail,
playing games, updating your MySpace or Facebook page, and surfing the Internet, unless you have been granted permission
to do so. Please read the entire syllabus, as it represents a contract between
instructor and students, and complete the course contract (on Blackboard) if and only
if you understand and will be able to comply with the policies listed on this
syllabus.
Additional Services
If you are a student with a
documented cognitive, physical, or psychiatric disability, then you may be
eligible for special services. Please see Tina Hardy (815-224-0284) or Judy Mika
(815-224-0350) for more information--or stop by the Disability Services Office,
B-204.
Attendance
Students are allowed
three absences. After three absences the final grade gets reduced one
letter grade per absence. If you will be absent, you may e-mail me or call
me but do not expect me to provide a lesson for you that you have missed. The only absences I consider
excused are IVCC-sponsored trips. If you will be attending one of these, your
assignments and papers must be turned in to me in advance of the trip.
You will not, however, be allowed to take any quiz or make up any other
assignment you miss during one of these
trips.
Note: I consider that your status in this class is your responsibility. If you
realize that you haven't the time or ability necessary to devote to the course and/or you feel
you cannot pass it, then please ask me to withdraw you in person or via e-mail
before 1:45 PM
on November 6th,
keeping in mind that withdrawing from a class may impact your
financial aid award. If you are concerned, you may certainly speak to a financial aid
representative before requesting a withdrawal from the class.
Breakdown of Grades
(not including
reductions for poor attendance, etc.)
At the end of the semester all papers and
their drafts must be turned into me in hard copy format in your file
folder; failure to do so will lower your final grade by one letter. You
are allowed and encouraged to keep your papers, either on CD
or some other portable storage device. Regardless of IVCC's educational
support software, which can be accessed on the Internet, you are solely
responsible for having and keeping copies of your work. Papers will be evaluated on audience, content,
grammar, organization, presentation, spelling, and style, especially as
specified on the official syllabus. These papers are due
at the beginning of
class on the date listed here, unless other arrangements have been made. I will accept
a late paper only
if you turn it in to me accompanied by a written note explaining why it is late
and asking for an exception to the policy concerning paper deadlines; turning in
a paper late without this note will result in an F on the paper. E-mailing these
requests with the paper as an attached file is acceptable; however, you should,
in this case, turn in a hard copy, as well. With Papers 2 and 3, upon receiving your
graded paper, you may revise and resubmit it for a consideration of a higher
grade, provided that you have, indeed, substantially revised it.
(There will not be time for a revision of Paper #4 or #5, unfortunately).
Class Participation includes every assignment that is not one of the papers
listed above. This means homework, quizzes, in-class assignments,
and unannounced writing assignments. Extra credit, should it be offered, contributes to this category,
as well.
Plagiarism
The College’s policy on plagiarism applies
in this class; read it in your Style Book and note the penalties. I will
question you if your work does not appear to be your own. Keep all notes,
outlines, drafts, and finished assignments so that you can demonstrate that
writing you have submitted is your own work, should any question of plagiarism
arise.
Expected Student Outcomes
1. The student will read a text with
understanding and appreciation.
2. The student will understand that writing
is a process that stems from a specific goal and incorporates revision.
3. The student will demonstrate the ability
to organize, develop, and express ideas about the text or some aspect of it,
addressing them accurately, clearly, logically, and thoughtfully to a particular
audience.
4. The student will work collaboratively and
cooperatively with peers and the instructor in writing and reading about as well
as responding to various texts.
5. The student will understand different
rhetorical methods of organizing writing.
6. The student will understand that writing
styles change depending on both the writer’s goal and the makeup of the
writing’s audience.
7. The student will write essays that are
relatively free of stylistic weaknesses and excessive errors.
8. The student will learn that interactive
word-processing software is a tool for writing.
9. The student will integrate and cite
accurately information of other writers, using other writers’ opinions,
beliefs, and/or observations to support his or her own opinions, beliefs, and/or
observations, hence avoiding plagiarism.
10. The student will comment critically,
constructively, and respectfully upon his or her own work, as well as upon the
work of his or her peers.
Tentative Class Schedule
Deadlines, Reading Assignments, and
Subjects
Week One
Introduction to Course
Explanation of Syllabus and Instructor
Philosophy
Read Harry Potter and the Sorcerer's Stone
Read McWhorter, Chapter One
Paper #1 Due: Diagnostic
Essay
Week Two
Course Contract Due
Introduction to
Learning Styles
Take
Learning Style Assessments
Read
McWhorter, Chapters Two and Three
Week Three
Read
McWhorter, Chapters Thirteen and Seventeen,
for preparation for Paper #2
Exercises
for Preparing Paper #2
More Work on Learning Styles
Week Four
Introduction to Essays and
Their Writing
Exercises for Preparing Paper #2
Read
McWhorter, Chapters Four-Eight,
for preparation for Paper #2
Exercises for Preparing Paper #2
PowerPoint on MLA
Weeks Five-Six
Read McWhorter, Chapters
Nine and Ten
Exercises
for Preparing Paper #2
Peer Review of Paper #2
Paper #2 Due:
Illustration Essay
Read
McWhorter, Chapter Fourteen,
for preparation for Paper #3
Exercises for Preparing Paper #3
Weeks
Seven-Nine
Exercises for Preparing Paper
#3
Peer Review of Paper #3
Paper #3 Due:
Process Analysis Essay
Read
McWhorter, Chapter Eighteen and Chapter Twenty-two,
(especially on "Conducting Field Research")
for preparation for Paper #4
Weeks
Ten-Twelve
Exercises
for Preparing Paper #4
Documenting Film
Data and Thesis Workshop for Paper #4
Exercises
for Preparing Paper #4
Peer Review of Paper #4
Paper #4 Due:
Social Research Essay
Read
McWhorter, Chapters Nineteen and Twenty,
for preparation for Paper #5
Note: Please request
that I withdraw you, if that's your intent, by 1:45 PM on 6 November 2012.
Weeks
Thirteen-Fourteen
Read McWhorter, Chapters Twenty-one through Twenty-three,
for preparation for Paper #5
Exercises for Preparing Paper #5
Exercises for Preparing Paper #5
Peer Review of Paper #5
Week
Fifteen
Paper #5 Due:
Argumentative Essay
Review
McWhorter, Chapters Nine and Ten
Week
Sixteen
Final Exam:
Section 14:
In class on Thursday, 13 December 2012
Section
15: In class on Tuesday,
18 December 2012
Section 101: Online, on or before
Monday, 12 December 2012
Paper Due Dates
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| Paper
#1: Diagnostic |
August 23 |
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| Paper #2:
Illustration |
September 18 |
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| Paper #3:
Process Analysis |
October 11 |
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For Section 101 only |
October 15 |
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| Paper #4:
Social Research
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November 27
Section 101 may take
until December 1, if necessary |
| Paper #5:
Argumentative |
December
11 |
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| Final Revision Date for Paper #2 |
November 27 |
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| Final Revision Date for Paper #3 |
December 6 |
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For Section 101 only |
December
12 |
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Note: Request for exceptions to any of these
policies must be submitted to me in writing as close as is possible to the event
that has precipitated the request. Requests will be evaluated on a case by case
basis. Submitting a request is no guarantee that an exception will be made. All
written requests must be made to me at my e-mail address, as listed at the top
of this document. No others will be considered.
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